Transcripts For CSPAN Higher Education Innovation Summit Par

CSPAN Higher Education Innovation Summit Part 1 December 17, 2017

Sec. Devos thank you so much and welcome everyone. It is great to see you all this morning. Todaysu for attending first of two summits on individually on innovation in education, and a special thanks to those who will present this morning. We are grateful to have so much knowledge and expertise in one room. We are eager to hear from all of the. Before we begin, i want to say a word about innovation. Barked on a am school tour i embarked on a school tour. Continue to travel the country to see the work being done, and i have been inspired by the innovative educators and administrators i have met. There is still not enough. We need more. The reality is that there are a number of challenges and opportunities facing Higher Education, and washington, d. C. Does not have all the answers. Government is not the best at finding new solutions to tough problems. Government isnt the best at being flexible or adaptable to a changing environment. Government isnt the best at questioning the status quo. Aternment can be good bringing people together to highlight their creative thinking and new approaches. Today, we have brought education leaders and entrepreneurs to share how they are improving education. While youeath represent a Diverse Group from across the Higher Education sector, the common denominator is that each of you again by seeing a problem or an inefficiency, questioned why it was, then developed a solution to fix it or make it better. It is that thinking that we need more of in american education. We need to question everything, look for ways in which we can improve and embrace change. You have embraced that mindset, and your students are reaping the rewards. At the end of the day, success shouldnt be measured how much i the is on the wall. It should be determined by how you are educating and pairing students. And repairing students. Lets share what is working from your worlds and where the ofediments at any level government are preventing you from achieving your mission of serving students. Thank you again for being here today, and i am looking forward to todays discussion. [applause] thank you, madam secretary. We are excited to get underway. He will call up the first group. We will call up the first group. Speaker, jeff, followed by annette, followed by ben nelson. We will have the presenters do their presentation. The secretary will then lead us in a short discussion. Thank you so much. Good morning. Thank you to secretary devos and the department of education for convening this group and giving us a chance to talk about the future of Higher Education. Ceo of coursera. It is a remarkable company. Towas started in 2012 like persist by two professors of stanford. They got the idea that maybe there would be an interest in learning around the world. They put their course on the internet and over 100,000 people came to take the course. In the last five years, the company has run dramatically. We have 30 million learners from around the world who have registered to take courses. About 6. 5 billion are from the United States, 2 million from china, 1. 5 million from mexico. They are taking courses on machine learning, bit going, english, creative development, financial markets, and many other courses. With 150eamed up universities who have published 2400 courses, ranging from anthropology to accounting to philosophy. Also recently launched four degrees. One of our partners is the university of illinois. These are fully accredited masters degrees. Thediploma comes from university of illinois. I was at the university recently and was talking to students and professors, and i believe this is a quince of what the future of Higher Education looks like. We are professors who have been teaching for 40 years who are on teachinga video classes across the world in real time facetoface. They see each other spaces through videoconferencing. They are networked together and chat communities. In chat communities. They have live sessions on a global basis. The study groups talk about these problems as they relate to all the Different Countries around the world. In addition to the University Partners, we have 18 industry partners. These are companies publishing content and courses coursera on on coursera. Google,tners include ibm, and cisco. Recently, we have begun offering coursera to enterprises. The need for Higher Education is being driven by change in the world. New jobs are requiring new skills, and many jobs are going to be replaced by software and robotics. There is a new class of skills will be required in enterprises. Topanies are hiring coursera put these types of courses in the hands of everyday workers. Honeywell is one of our 25 fortune 500 companies that have hired coursera. At t is another one. Are also working with governments, including singapore to retrain their workforce, especially in topics like data science, technology, and business. What is fascinating is to see how these businesses who are hiring coursera are working with University Partners to deliver new learning experiences and credentials. Certification a called the google cloud developer. Recently, we announced with google the google it certification. This is different this is designed for people who do not have a College Degree. It will be delivered entirely online and qualify people to have technology jobs. We also have a company in Silicon Valley who is mixing together content. They have taken a machine thating class, coupled with a learning specialization from an industry partner, and they are offering content themselves as a business, and they are putting this together as curriculum for their employees. They are creating new credentials within their corporate workspace so that when employees complete these courses, they get recognized. We are excited to be here. I am interested to hear what everyone has to say, and i hope coursera can persist the paint can purchase of the. Thank you. I hope coursera can participate. Thank you. [applause] good morning. Here. Exciting to be aboutelighted to talk education. That, i would like to put your minds, just calm about 2030. No thoughts. I am going to ask you a question, but fraction of todays job steve think will be around in 2030 because of automation and technology and ai . Pokertek to the International Education commission, 50 of todays jobs will be gone by 2030. Half. Each time you shake hands with somebody, by 2030, one of those hands will not be there. What that means for education institutions, universities or a planets that we have scale challenge on our hands. Gone allodays jobs around the world. Just the one challenge facing university. Can universities play in that space . At 18,s come of age study for four years, then they go away. There is no concept of lifelong education. This is like missiles, fire and forget. We need to move to a new model of education where Education Systems can work with learners throughout their careers and not just the first four years. Many of the challenges facing education, one is the costs are crazy, second is there has not been a lot of innovation in the education space in hundreds of years, and edx was founded in late 2011. We had a nonprofit. The mission is to reimagine education. We are nonprofit, and our thinking is, how do we work with University Partners, governments, other nonprofits to rethink education as a system . Today, we are based in massachusetts and the technology help. We think like a startup. Fromve 14 Million Students 196 countries, over 2000 courses being offered by educational partners. Corporations like microsoft and systems and others. We have 50 million course enrollments so far in our roughly six years in existence. We have moved into credit into credit bearing programs. Maybe some of our colleagues will talk about that, too. Is a nonprofit. Our content is available for free, but learners can learn for free. Today, all courses are free. You can go up there and simply learn for free. Free, not justy the videos, but the exercises are all free. It is premuch the only provider left it is pretty much the only provider left that offers content for free. Google were to say, i will take our Search Software and put it out there so anybody can use it for whatever they want. That is what we have done. We have given away software to anybody that once it it is incredible. Anybody that wants it. It is incredible. 800 are open around the world today. You see some of the countries here. The ministries of education in these countries have launched infrastructures, countries like china, france, hong kong. How cool is that . Russia has an open source platform. Foranies have adopted edx education. Also universities are open on are based on open edx. Would like to think ahead to 5, 10 years, and i would predict education would look like this. Education are that education in five to 10 years will become marginal, army channel, and lifelong. It will become, because we are going to make it so. It will not happen by itself. We will make it happen. Why is it a good idea . Marginal is good, because it can andte new efficiencies components that can create better efficiencies. 1982 but nows in gets converted to this were the whole Telecommunications Industry got unbundled. We have launched micro masters. It is twice i percent of a masters degree it is 25 of a masters degree you can learn online for completely free. If you get admission into the versity, on launched a micro masters edx. If you get admission to the university, you can complete the masters degree in half the time at half the price. Masters foro columbia them and the list goes on. For columbia, and the list goes on. Once things are modular, you can get all kinds of things happen. You can stack them up. Once we make things modular, you can put things together like legos. You can add more courses if you like from a top 10 ranked university for 9,900. You can share. A number of universities are now sharing the micro masters. For example, in pakistan, a University Uses the microsoft and now theyters offer a data science degree. The same thing is happening in the u. S. Many of the universities are doing this lego like sharing. At the end of the day, it is about learners and what benefit they are getting from it. Here is this one story. Jobudent in cambridge had a , did a micro masters in supply chain, put it on a linkedin profile, that interviewed and got a job and doubled her income. Just one example of a learners story. Corporates are buying into this. Charlie baker, a massachusetts governor, announced a partnership with ge. Ae company would guarantee interview with anyone who completed a micro masters. They guaranteed an interview. We are getting more culprits involved in more corporates involved. Universities are beginning to offer efficient online courses, move into lifelong learner were learners can take these courses throughout life. These are some examples of the kind of radical things we can expect in five to 10 years from universities if they do it right. Why not create new modular programs like micro masters . We will launch micro bachelors in the next year. Example, imagine if the government could recognize micro masters for my naturally . For Financial Aid . Imagine if we could create in exchange for the micro bachelors and micro masters could get recognized . Said i if every campus want to allow my students to credit from50 of somewhere else. You could add the cost of education in a short amount of time. This is a hearty happening. Toward to take and m. I. T. Are. Lready allowing their students one course at number of students took completely online for credit on campus. Areare reimagine reimagining education once we make things modular. Thank you. [applause] hello my name is ben nelson. I want to take a little bit of a different perspective. I wanted to go back and think a little bit about what is the purpose of Higher Education . When we talk about technology and education, we really just focus on the how. Take the same product, same degree, same courses, stack them differently, raise them differently, then let more people have them, maybe cheaper, more effective, but without and seeingg back what the Core Educational offerings. The reason it is important to think about how is that our Founding Fathers spent quite a bit of time thinking about what a University Education should be all about. Specifically, in the context of how to ensure the representative republic, which we are, is supposed to function. It is a constructed idea around a liberal arts education, and education that educate the citizenship probably citizenship probably. Citizenship broadly. Born into theing ability to govern, they will be able trust be able to transfer their Practical Knowledge they have learned in their trade and apply it to decisionmaking for the benefit of all. That, itdescribe actually is very much akin to what businesses want. They want employees that potentially have demonstrated some to somebody in one field, that have the ability to transfer to another field, a job, a promotion. Go to a different context, change industries. In a world where 50 of jobs are going to disappear, that core understanding, core skill, it is absolutely crucial for the survival of our society. When you take a step back and evaluate how universities are doing in this field, you get a difference of opinion. Galloop issued gallop issued a survey. Said yes, our universities do a fantastic job of preparing students for the jobs that exist today. Employers who are given the same survey responded 11 positive. There is a disconnect. This is where minerva comes in. The funny thing is that we dont have a big debate about what it is that people should be with. There is consensus about that. You can see that consensus on the website of just about every university or college. It is making sure students have practical tools like Critical Thinking or problemsolving or effective communication. The problem is that University Curricula constructed course by course by different professors, different sources, none related specificother field dont wind up doing these things. There is a thirdparty assessment that, for years, has been enabling universities to measure how much value they add to their own students. They provide the test at the beginning of their first year, and at the end of the fourth year see how students progress on vertical thinking, problemsolving, scientific reasoning, communication skills. Universitiesings purport to teach. One third of american undergraduates do not advance at all on these measures between the ages of 17 years old to 21 years old. Merely being alive should enable you to advance on these. There is minimal learning for those that do. Have created our own undergraduate university program, and we decided to actually use the same measures to see if a revamped curriculum focused on providing students systemic ways of thinking, various tools that they can apply practically 20 field they tol pursue practically any field they will pursue. As students go throughout their years, into their major, their pastor their concentration, transfer, cement these skills in their brain. We wanted to see what would happen only after the first eight months. Only after one year. We gave our students the test at the beginning of the year and at the end of eight months. It is important to note that the seen at minerva had never the test before. There was no concept of even what the questions were. Studentsdo minerva after eight months have a higher composite score as the cohort than any graduating class in the country that has taken the test, that is as after eight months versus anybody else taking the test after four years, but perhaps more importantly, the delta difference them of the improvement these students make and eight months, or greater than the cla has ever seen any university being able to published in four years. That doesnt measure the extent of our education across all four years. Talk about bringing education into the 21st century, which we are well into, when we talk about preparing students for the jobs of the future, it is crucial that a conversation about general education, the baseline that underpins the individuals capacity to be successful pursuing any skill, is central to that conversation. Hope we can contribute to that. Thank you. We hope we can contribute to that. Think you. [applause] think you everyone for that. Before we get into this session, i would be remiss if i didnt ask everyone to go around the table. Give your name and organization. Then we will start with discussion. Good morning. I am jillian. I am bill. [indiscernible] mit. American National Standards institute. [indiscernible] craig. Jerry davis. Jeff from coursera. Valencia college. University of maryland. Michael. I am from the jock west mayor management and astute i am from the jack welsh Management Instituted. Ben nelson. Arizona state university. Julie young. Justin. The chancellor of the city of the university of new york. I am matt. Rick odonnell. The Kansas Department of commerce. I would like to thank our first group of presenters for giving us a lot to think about, and certainly what your presentations have generated a lot of questions amongst this group and prevalent be and probably beyond. I would like to start a discussion and invite any participants to join and and pose questions. A freeflowing discussion lets have a freeflowing discussion. I would like each of you to comment briefly. When you were considering your unique approaches to meeting students needs, how did you go about considering the question of delivering quality and ensuring quality . I can give a quick answer. , actually werva just published a book. The idea was we started with goals for our graduates, and then we worked backwards. Rather than saying we have professors and departments and how do we pieced together what they do in order to assemble an education for the student, we instead said, what kind of things do we want to see our graduates be able to do in the real world . What kind of positive impact to the do we want them to have . Wha

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